International Journal of Research in English Educationژورنال بین المللی تحقیقات در آموزش انگلیسیIJREELiterature & Humanitieshttp://ijreeonline.com1admin2538-40152538-3027810.18869/acadpub.ijree___enjalali139661gregorian20179123online1fulltextenEfficacy of Explicit Teaching of Lexicographical Skills: The Case of Sudanese English MajorsEfficacy of Explicit Teaching of Lexicographical Skills: The Case of Sudanese English MajorsتخصصيSpecialپژوهشيResearch<p style="text-align:justify;text-justify:inter-ideograph;"><span style="font-family:times new roman,serif;"><span style="font-size:10.0pt;">A substantial body of research has revealed that EFL students conceive of a monolingual dictionary primarily as a repository of definitions to the almost utter neglect of the other entry components. Since existing lexicographical Sudanese literature has uncovered an even more subsidiary role for monolingual dictionaries, further investigations were needed to verify whether knowledge and skills to tap the inexhaustible resources of the dictionary can be enhanced through direct teaching regiments.&nbsp; Hence, the aim of the current study is to empirically gauge the efficacy of integrating these reference skills within a conventional Enhancement Course. A dictionary pre-test was administered to two homogeneous groups attending a Study Skills Course at The University of Khartoum, Sudan. The performance was measured against a slightly modified version of the test following a tailor-made structured module presented to the experimental group. The results of both groups in the pre-test were unsatisfactory and generally congruent with the findings of the original study. Yet, statistically significant differences were registered in the performance of the experimental group regarding overall and individual entry components. In view of the importance and increasing sophistication of monolingual dictionaries, this study is yet one more proof of the pedagogical usefulness of equipping students with dictionary training as part of their syllabuses. Thus, entry composites such as definitions, phonetic and grammatical information, and diatonic and diaphasic labels shall constitute an integral part of teaching strategies in the phonology, syntax, semantic, and sociolinguistic domains.</span></span><br>
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<p>A substantial body of research has revealed that EFL students conceive of a monolingual dictionary primarily as a repository of definitions to the almost utter neglect of the other entry components. Since existing lexicographical Sudanese literature has uncovered an even more subsidiary role for monolingual dictionaries, further investigations were needed to verify whether knowledge and skills to tap the inexhaustible resources of the dictionary can be enhanced through direct teaching regiments.&nbsp; Hence, the aim of the current study is to empirically gauge the efficacy of integrating these reference skills within a conventional Enhancement Course. A dictionary pre-test was administered to two homogeneous groups attending a Study Skills Course at The University of Khartoum, Sudan. The performance was measured against a slightly modified version of the test following a tailor-made structured module presented to the experimental group. The results of both groups in the pre-test were unsatisfactory and generally congruent with the findings of the original study. Yet, statistically significant differences were registered in the performance of the experimental group regarding overall and individual entry components. In view of the importance and increasing sophistication of monolingual dictionaries, this study is yet one more proof of the pedagogical usefulness of equipping students with dictionary training as part of their syllabuses. Thus, entry composites such as definitions, phonetic and grammatical information, and diatonic and diaphasic labels shall constitute an integral part of teaching strategies in the phonology, syntax, semantic, and sociolinguistic domains.<br>
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monolingual dictionary, reference skills, entry, explicit trainingmonolingual dictionary, reference skills, entry, explicit training4766http://ijreeonline.com/browse.php?a_code=A-10-61-4&slc_lang=en&sid=enNauman Al Amin Alialnauman888@gmail.com.10031947532846002921003194753284600292Yes
University of Khartoum, Sudan, on secondment to College of Science & Arts, Al Baha University, Kingdom of Saudi Arabia